Explain how play contributes to learning and development. Use at least three specific concepts from readings and class sessions to support your presentation.
1. The emergence of logical thinking : A Need for order .
A child entering into the school-age period has the need for structure and order in their lives. In the after-school setting the child's day would be very structured. For example having free time when they first arrive at the program, then snack, and then they go to the designated activity. In the designated activity, the children would learn how to develop their social interactions with other children in junction with rules formulated by the childcare provider. If the child enters an environment where there is no structure then it would ultimately be chaotic. The school- aged child is at the stage of development referred to as concrete operations. At this stage, "the child's mental representations of reality are organized into an overall system of related representations" (Piaget, 1963, 1983). Because of this stage of development, the child's thinking is now more orderly. The child at this stage of development would be more interested in realistic play and play that is described by a need for order. "Now because the child's thinking is patterned and orderly, the universe assumes the patterns of the child's mind" (Hughes, 1999, p.106). .
2. The childhood peer group: A Need to belong .
School-aged children are becoming more increasingly aware of their peers and therefore the need to belong becomes very important. In an after-school, setting it is important to develop a program that would allow the children to have positive peer interaction. It is also important to develop a program where the formation of cliques would not happen, or not happen as frequently. School-aged children are very social and can learn a vast amount through their interactions with one another. "Peers will teach a child quite effectively and sometimes very harshly, about social rules and about the importance of obeying them" (Hughes, 1999, p.
